Overall Expectations Read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning.
Total Allied 1, The majority of these planes were of obsolete types. These forces were quickly overwhelmed. Fifty percent of the planes were destroyed on the ground.
Our three lightly supported aircraft carriers in the Pacific did not constitute a sufficient force to warrant their being risked in those operations. The Japanese gained air superiority in Burma with the loss of planes and, with troops specially trained for jungle fighting, occupied that area at a cost of 7, soldiers killed.
At the end of 4 months of war, they had carried out the substance of their initial program and with greater ease than they had foreseen. Total merchant shipping losses were 51 ships. Much of the equipment which had originally been scheduled for movement into the southern islands was found to be unnecessary and was left behind in order to achieve greater speed.
Certain of the Japanese leaders were concerned by the skillful and unexpectedly determined resistance of our ground forces in the Philippines. They attributed this in part to inefficient Japanese close-air support.
But in some circles, the skill and determination with which our isolated forces conducted the defense was correctly assessed as an ominous cloud on the horizon. During their discussions, the Doolittle raid of 18 April struck Tokyo.
Although the damage caused was inconsequential, the reach of the attack supported a growing feeling that the Japanese perimeter would gain in strength if it had greater defense in depth.
Accordingly a new plan was approved, providing for a an advance into the Solomons and Port Moresby, to be followed, if successful, by a further advance into New Caledonia, Samoa and the Fiji Islands, b the capture of Midway, and c the temporary occupation of the Aleutians.
Accomplishment of such a program would cut off the line of communication between Australia and the United States, reduce the threat from Alaska, Page 4 and deny the United States all major staging areas more advanced than Pearl Harbor.
By stretching and overextending her line of advance, Japan was committed to an expensive and exacting supply problem, she delayed the fortification of the perimeter originally decided upon, jeopardized her economic program for exploiting the resources of the area already captured, and laid herself open to early counter-attack in far advanced and, as yet, weak positions.
But Japan's offensive capabilities were underestimated; it was thought possible to hold the Malaya barrier, successfully engage the Japanese fleet in the Central Pacific, and lay the foundations for an eventual advance against Japan itself. The United States plan had little basis in reality.
With the forces then available no adequate plan of defense was possible. The loss of relatively antiquated battleships at Pearl Harbor did not substantially reduce the actual combat capabilities of our Navy at that time as opposed to the Japanese Navy with its superiority in aircraft carriers and battle line speed.
To have implemented an adequate plan in December would have required better intelligence regarding Japanese intentions and capabilities, an earlier understanding of the predominant and indispensable role of air strength and full public support for the necessary appropriations, well before the actual outbreak of war.
As it developed, all that we could do prior to Mayapart from the resistance of our isolated forces in the Philippines and sporadic carrier and land-based air raids, was to build up our strength in Australia and the islands lying between Pearl Harbor and Australia, while bringing to fruition our training and production programs.
Exceptional intelligence gave us advance information that a group of transports, protected by the Japanese carrier Shoho and by a covering force including two other carriers, was on its way to occupy Port Moresby in May This information enabled us to concentrate at the appropriate point two of our four carriers then available in the Pacific one had come to the Pacific from the Atlantic, but two were returning from the Doolittle raid on Tokyoand to sink the Shoho by torpedo-plane and dive-bomber attack.
In the ensuing air engagement with the covering force, we damaged one of the Japanese carriers in that force, but lost the Lexington. The Japanese force had two carriers left to our one, but their air groups had been badly depleted. The transports turned back from Port Moresby to return to Rabaul and, for the first time, the Japanese advance had been checked.
The combat in this Battle of the Coral Sea was entirely carrier air action. Similar intelligence provided advance information as to the Japanese move toward Midway in June. In this case, the transports were supported by an advance striking force, including the most powerful surface forces yet assembled in the war and four of Japan's remaining eight operational carriers.
An additional Japanese carrier was in a supporting force farther to the north. Again only weaker forces were available to the United States three carriers, the Enterprise, Yorktown, and Hornet, the only ones available for combat action in the Pacific at that time, were rushed to the attack.
Our planes located the Japanese fleet and sank three of the enemy carriers, and so damaged the fourth that she subsequently fell an easy prey to a United States submarine.Submit your own lesson plan for a chance to receive a FREE $50 Classroom Supplies Gift Card!
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MISSION STATEMENT EXECUTIVE SUMMARY PROCEDURES $, WISH LIST FINANCIAL DATA MISSION STATEMENT To develop, manufacture, and market high quality products for children that are enjoyable for the child, have educational benefits for the child, and are a .
The Assessment and Follow-up section of a lesson plan describes how you will measure whether students have met the lesson plan's learning objectives.
Writing a Lesson Plan: Closure and Context. How to Write a Lesson Plan in Less Than an Hour. Simple Tricks to Write Efffective Lesson Plans. Quotes.
What information consumes is rather obvious: it consumes the attention of its recipients.
Hence a wealth of information creates a poverty of attention, and a need to allocate that attention efficiently among the overabundance of information sources that might consume it.
Lesson phase—An explanation of the elements of each phase. Details—Space for writing a supply list, page numbers, predetermined discussion questions, and other key lesson points. The plan assumes a time slot of 50 to 70 minutes.
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